English 9--February 2016

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Monday, February 1st:
 1. Submit Works Cited and take Edmodo Quiz on Boolean Operators and basic research
2. Review use of quotes and truncation (" " / *)
Truncation:
http://libguides.reynolds.edu/c.php?g=143622&p=938891
3. Read to find and document useful quotes for your research (6; 2 per source)
Create Works Cited Page:
Resource 1:
https://owl.english.purdue.edu/owl/resource/747/12/
Resource 2:
https://www.youtube.com/watch?v=G4deiZvUJ3U
Tuesday, the 2nd
 1. Review method of introduction of a quote, signal phrasing, and citation
Resource 1
--Read in Style Guide or Models for Writers
--M4W: 246-249
--Writer's Guide: 334-339

2. Submit a screen shot of you utilizing information from the resource to form the following.
A. An introduction that states article or piece title / author or source / credentials / signal verb/ quote/ citation.
B. A quote immediately followed by a citation
C. A quote / author / signal verb / citation
--Formative 6 pts.
3. Continue to read and locate specific quotes that are useful
Wednesday, the 3rd
 1. Be able to explain the 3 characteristics of a paraphrase. What makes a paraphrase a paraphrase, and not a quote or summary?
2. Afterwards, students began learning about paraphrasing using an online tutorial:
3. Finish locating quotes and begin filling out attached document to verify use.
Source
Quote and citation
Relevancy to your research
https://docs.google.com/document/d/10PvUBjFSlvWGZofZ-jQ4oYef5v8insyFHEa4yrtmBf0/edit
Thursday, 4th:
 1. Warm up: Students examined the following link--a section per group--and ranked relevancy to answer the following question:
-------1 to 5: least to most relevant
http://www.healthychildren.org/English/ages-stages/teen/dating-sex/Pages/When-To-Let-Your-Teenager-Start-Dating.aspx
Question: What are the likely developmental advantages to dating?
Search Query: teen and dating
TASK: A. List the main idea of the section; B. Rank helpfulness in answering question (relevancy) C. List item given / not given
2.Continue to list the quotes, underline/highlight/bold relevant portions, list unanswered questions
3. Organize research groups:
--accuracy
--bias/objectivity
--currency
--authority
--relevancy
--website layout
FCA:
1: Information provided is accurate: definition/description; examples/illustrations (2); resource links (2)
2: Presentation (live or recorded) runs smoothly and is polished enough for exhibition
Friday, 5th:
 1. Complete presentation for Tuesday
Monday, 8th
 1. Warm up with in-text citation fixes ("in-text citation help" flipchart)
Link Help
2. Submit new screenshot for tomorrow and...
3. Finish Presentation for Tuesday
Tuesday, 9th:
 1. See presentations from students.
Currency
Relevancy
Authority
Accuracy
Bias/Objectivity
Website Layout
2. Evaluate and draft summary for one of your sources. (use website eval. sheet)
Due Thursday, to type
Wednesday, 10th:
 Complete guide for annotated bibliography
Annotated Bibliography FCAsFCA 1: Summary contains only functional parts (using verbs to introduce) and specific, necessary details (for illustration) of the entire article without any direct quotes, unnecessary details, or student’s opinion.


FCA 3: Evaluation includes a minimum of 2 ways that the source can be applied to answering research question(s) and at least 2 gaps that exist in the source in reference to answering the research question(s), without referencing the question or research project (or use of 1st person).
FCA 4: Evaluation includes a minimum of 3 components from among the following, the perspective of the author / possible biases, any issues with currency, accuracy, credibility of the source, or navigation/layout of the site (if it’s a website).

Example:
https://docs.google.com/document/d/1rF7JURLEvb2ZYzEPS_oxrvHEu8jSdh_Y8nC7zAqdT0M/edit
Thursday, 11th:
 1. Submit your annotated bibliography (computer lab)
Friday,12th:
 1. Googleform for Valentine's Day:

https://www.pinterest.com/pin/205828645439536385/
http://www.dailyinfographic.com/valentines-day-infographic
2. Afterwards, students were asked to go to and explore the Cool Infographics website and browse around on their own for 5 minutes.
or Dailyinfographic
3. Then, students were given a sample of a Ted Talk on Infographic that we started.
Tuesday, 16th:
 1. http://www.ted.com/playlists/56/making_sense_of_too_much_data
Ted Talk on Infographic
Come in tomorrow with a scenario you would like to research and represent in the form of an infographic.
Idea/Scenario
Types of figures or information needed
Wednesday, 17th:
 1. Post scenario idea to Linoit
Discuss scenarios
2. Research data and method of creation: Due tomorrow: method/app and 2 sources
Infographic FCAs
FCA 1: Main idea(s) is consistent, visually prominent, and demonstrates a strategy behind the font (size, format, position, color), graphics
(images, charts, tables), and overall layout. The idea(s) represented provide a correlation conclusion.
/ 5 pts.
FCA 2: All details/pieces of data are presented in a way that logically connects them to the main idea(s). Together, the details “add up” to the
indicated main idea and do not present unnecessary information.
/ 6 pts.
FCA 3: Infographic presents the information in an easy-to-understand, engaging, and appealing manner.
/4 pts.

Works Cited also necessary; please include it in your submission.
Thursday, 18th:
 1. By end of class, provided 2 source citations and check your method for your infographic
2. Create infographic; due Monday
Friday,19th:
 1. Create infographic; due Monday (See FCAs)
Monday, the 22nd:
 1.Introduction to pronouns: DLP (case)
https://owl.english.purdue.edu/owl/resource/595/02/
http://grammar.ccc.commnet.edu/grammar/cases.htm
Try Pronoun Quiz:
http://grammar.ccc.commnet.edu/grammar/quizzes/cases_quiz1.htm
2. Share infographics and conclusions with peers.
3. Impromptu Speech Considerations: for tomorrow (work on eye contact and volume) (10 min.)
  • How embarrassing!
  • Surviving the Zombie Apocalypse
  • Best surprise ever!
  • I lost it!
  • If I had a million dollars to spend...
  • A trip everyone should take.
  • My dream job.
  • This book should be on your bucket list.
  • A super power no one would want.
  • A super power everyone should have.
  • One thing I'd change if I ruled the world.
  • Let me tell you about the time I . . .
*About a minute and 1/2 in length
--jot down thoughts to cover on a note card.
Tuesday, the 23rd:
 1. Pronoun use grammar warm up: (gender)
2. See a few impromptu speeches and discuss things that work.
3. Review problem-solution structure of a text:
Students read the essay "Stuck on the Couch" on page 515-517 in Models for Writers.
  • Afterwards, students completed a worksheet to explore the structure and components of the essay that would
relate to the type of presentation they are creating.
Wednesday, the 24th:
 1. Pronoun use grammar warm up: (case)
2. See a few impromptu speeches
3. Review structural components of "Stuck on the Couch"
Thursday, the 25th:
 1. Pronoun use grammar warm up: case and number
2. See a few impromptu speeches
Friday,the 26th:
 1. Pronoun use grammar warm up: number
2. Work on eye contact
3. Impromptu speeches
4. See speech: "The Gift"
http://www.ted.com/talks/lang/en/stacey_kramer_the_best_gift_i_ever_survived.html
  • Afterwards, students listed 3 things that were effective about the short presentation. (3 min.)
--How did the visuals work?
--How did her rhetorical strategies work?
--What method did she use to gain reader's attention?
Monday, the 29th:
 1. Pronouns work
2.
3.
Beyond this point, just notes from prior years.
 tape.jpeg

1. The function of transitions website activity
2. Students were assigned a graphic organization task (FORMATIVE) worth 15 pts.--due on Wednesday
  • Using a graphic organization tool--Mindomo, Idea Sketch, Simple Outliner, Graphio-Lite, etc., create
a graphic organizer of at least three thoughts a piece concerning each of the 4 major criteria of
website evaluation we've studied: accuracy, bias/objectivity, relevancy, and authority, and website layout.

    • See my Mindomo below as an example of how you can accomplish this
      • Criteria: All major criteria are represented
      • All criteria have 3 conclusions / elements attached to the criteria
      • Website Layout criteria has 2 thoughts/questions and 1 link to explore the concept (one that teaches you about it)
Mindomo Outline Link:

Make your own mind maps with Mindomo.

http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=230841224&m=244452973

1. Inserting transitional expressions when needed online activity
*Review accuracy/bias portion of evaluation worksheet from last week.
2. Discuss website navigation issues
3. Complete and have me check graphic organizer or thoughts/questions for annotated bibliography evaluation portion.
I checked their graphic organizer for the formative (15 pts.)
4. Complete annotated bib. organizer for source #1 for tomorrow
Annotated_bibliography_FCAs_honors copy.docx
graphic_organizer_for_annotated_bib_honors.doc

annotated_bib_honors_example.docx











1.



.
2. Complete Reading Check
3. Create an organizer to list two Topics and 3 details that are related to that topic

Tuesday, February 10th:

1. Transition Summative quiz (Check formative topic and points)
2. Students use their topic and sub-issue details (from last week) to fill out an organizer to
find specific information (quote/specific summary of event) from story that provides the fictional answers.
Due Thursday.

Wednesday, February 11th:

1.Review postings of details to move to questions
2. Continue to fill out the quote/summary of specific events or quotes that match the general event from the novel.
Due Thursday.
3. I came around and checked the details and questions of each student to make sure that they were on the right track.

Thursday, February 12th:

1. Introduction to compare contrast essay variety using 2 completely different objects.
  • 3 Types of Compare Contrast essays
  • Discuss and illustrate.
2. Check the quotes/summaries from the story that illustrate the detail.
3. Provide research sheets for students to locate 3 resources to answer the questions and build a bibliography for them. (Due on Tuesday)
(Must include 1 database article and one .edu or .gov site)
Reminder that your annotated bibliographies are due in class tomorrow.

Friday, February 13th:

1. Annotated Bibliography peer edits and submissions (Check their mind map for their novels) (15 min.)
2. Find 3 sources that provide relevant, accurate, authoritative information to answer the questions.
Build a bibliography for them.
Due on Tuesday
(Must include 1 database article and one .edu or .gov site)
Due Friday, 13th

Tuesday, 17th:

  • Last 8 minutes.Type 2 Formative--Ticket Out the Door--on paper, fill out individually:
    • Explain 3 differences and two similarities between a quote, summary, and a paraphrase
    • Provide 3 core elements of what a paraphrase is
    • Give 3 similarities between a quote and a paraphrase
  • Review Type 2 formative as closure before leaving.
While completing the above activity, I checked students sources and bibliographies.
Study Guides: Comparing and Contrasting:

Wednesday, 18th:

  • 1. In Models for Writers, students should read 489 to 493--a compare/contrast essay. Then, they should answer questions 1 through 4 on 493.

  • 4. Edmodo quiz for tomorrow: summary, paraphrases, and quotes. (Formative)

Thursday, 19th:

1. Model how to take notes (quote or paraphrase) using Cornell note sheet and technology.
Link to model: http://pubs.niaaa.nih.gov/publications/arh27-2/186-196.htm
  • Show using Cornell sheets
  • "Taking Notes"--3 researched quotes and paraphrases for 3 points
  • "Paraphrase"
  • "Direct Quotation"
  • "In-text Citations"
2. Quote and paraphrase the information from the sources that provides the answers to your questions. Unless you have an app to highlight this information, you need to copy it (as the quote) onto worksheets that are provided.
1. Type 1 formative: Build 2 outlines for making a compare/contrast essay
(8 pts. formative)
Due on Monday.

Friday, 20th:

1. DLP--colon use: 1 (use in essay, once)

    • Discuss the FCAs and how they correlate to the assignment
    • Identify the items within the essay that are structural components.
2. Continue to find answers to questions (quote and paraphrase). Due by Monday.

Monday, 23rd:

1.DLP: Grammar Girl: Colons
2. Describe the interaction between the Works Cited page and the essay:
https://owl.english.purdue.edu/owl/resource/747/06/

image_of_essay_outline.jpg
3. Review the rules for in-text citation:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0001.html
See also page 615 in Models for Writers
4. In-text citation worksheet practice (homework)

Tuesday, 24th:

1. Using the following source and Linoit post site, create a fully-working quote--with no need for an in-text citation.
http://pubs.niaaa.nih.gov/publications/arh27-2/186-196.htm

2. Review in-text citation worksheet practice homework
3. View tutorial on how to organize it.
Begin drafting body paragraph one using worksheet
fcas_for_body_paragraph_honors.docx

Wednesday, 25th:

1. DLP 2 on colons / check answer to question 2 while they complete
2. Continue drafting body paragraph one and begin body paragraph 2

Thursday, 26th:

1.Using semicolons: http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_44.htm#semicexGrammar Girl audio:
2.Begin drafting body paragraph 3 if finished with body paragraph 2.

Friday, 27th:

1. In F127 drafting body of essay





2. Read an example as a group of essays that were created by students for the same project last year to model the completed
form. Read in a circle as a group.
Example:
essay_example_of_compare_contrast_body_paragraphs.doc












Tuesday, February 19th:




























2. Using the listed research question, students were assigned one of three websites and given time to explore the site to find relevant information
3. Students then broke off into groups of three or four, with at least one person from each of the websites, to discuss the relevancy of each web site to answer my research question. (Each group receives a playing card to have calling on them be random.)
  • Specifically mention what it DID answer
  • Specifically mention what it DID NOT answer
  • Rank the website on a scale of 1 to 5: from least (1) to most(5) helpful
4. Review the sites and discuss their usefulness
5. Finally: Formative--3 solid, different conclusion of the Preliminary Search Process Log (homework)

2. Review the 3 conclusions by posting them on Linoit
(or have them hand in, depending upon time)

(I modeled a search concerning Dr. Mengele's
experiments and filled it out in front of them.)







Relative Pronouns: 8 minutes